51
Publication Information
DOI10.59668/164
Pages153
LicenseCopyrighted
Year2021
LanguageEnglish

A Practitioner's Guide to Instructional Design in Higher Education

Abstract

The purpose of this book is to provide guidelines and best practices for how to lead instructional design efforts in higher education. The audience for this book are instructional designers and technologists working at 2-year and 4+ year degree institutions. This book provides instructional designers and technologists with templates, suggestions for best practices, and ways that they can leverage instructional design to support learning.

Table of Contents

The purpose of this book is to provide guidelines and best practices for how to lead instructional design efforts in higher education. The audience for this book are instructional designers and technologists working at 2-year and 4+ year degree institutions. This book provides instructional designers and technologists with templates, suggestions for best practices, and ways that they can leverage instructional design to support learning.
EdTech Books

EdTech Books

Copyrighted: This work is copyrighted by the original author or publisher with all rights reserved. You are permitted to access the work here, but for additional permissions, please contact the original author or publisher.

The publisher EdTech Books does not have a physical location, but its primary support staff operate out of Provo, UT, USA.

The publisher EdTech Books makes no copyright claim to any information in this publication and makes no claim as to the veracity of content. All content remains exclusively the intellectual property of its authors. Inquiries regarding use of content should be directed to the authors themselves.

DOI: 10.59668/164

URL: https://edtechbooks.org/id_highered

, , , & (2021). A Practitioner's Guide to Instructional Design in Higher Education (1st ed.). EdTech Books. https://dx.doi.org/10.59668/164
Sheri Conklin

University of North Carolina Wilmington

Dr. Sheri Conklin is an Assistant Professor at the University of North Carolina Wilmington. Prior to moving into this role, she worked as the Director of eLearning over a team of Instructional Designers. Her research interests include online course design, instructor social presence, and faculty professional development.
Beth Oyarzun

University of North Carolina at Charlotte

Beth Oyarzun is a Clinical Associate Professor of Learning, Design and Technology (LDT) at the University of North Carolina at Charlotte. She teaches fully online LDT technology courses and her research interests involve identifying effective instructional methods in asynchronous online learning environments. Her Ph.D. in Instructional Design and Technology was awarded by Old Dominion University in 2016. Before working in higher education, Beth was an instructional designer for 11 years and Nationally Board Certified high school Mathematics teacher for nine years.

Rebecca M. Reese

Rocky Mountain College of Art and Design

Rebecca M. Reese is the Director of Online Learning for Rocky Mountain College of Art and Design. Her research primarily focuses on the application of Universal Design for Learning to improve online accessibility, and the incorporation of game theory in online environments to enhance knowledge transfer and reduce cognitive load.
Jill E. Stefaniak

University of Georgia

Jill Stefaniak is an Associate Professor in the Learning, Design, and Technology program in the Department of Workforce Education and Instructional Technology at the University of Georgia. Her research interests focus on the professional development of instructional designers and design conjecture, designer decision-making processes, and contextual factors influencing design in situated environments.

EndorseLike this? Endorse it and let others know.